Implementation of an e-Learning course in physical activity and sedentary behavior for pre- and in-service early childhood educators: Evaluation of the TEACH pilot study
Abstract Background Childcare-based physical activity (PA) and sedentary behavior (SB) interventions have traditionally used in-person training to supplement early childhood educators’ (ECEs) knowledge and confidence to facilitate physically active programming for the children in their care. However...
| Main Authors: | , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-03-01
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| Series: | Pilot and Feasibility Studies |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40814-022-01015-1 |
| _version_ | 1818319429530812416 |
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| author | Brianne A. Bruijns Leigh M. Vanderloo Andrew M. Johnson Kristi B. Adamo Shauna M. Burke Valerie Carson Rachel Heydon Jennifer D. Irwin Patti-Jean Naylor Brian W. Timmons Patricia Tucker |
| author_facet | Brianne A. Bruijns Leigh M. Vanderloo Andrew M. Johnson Kristi B. Adamo Shauna M. Burke Valerie Carson Rachel Heydon Jennifer D. Irwin Patti-Jean Naylor Brian W. Timmons Patricia Tucker |
| author_sort | Brianne A. Bruijns |
| collection | DOAJ |
| description | Abstract Background Childcare-based physical activity (PA) and sedentary behavior (SB) interventions have traditionally used in-person training to supplement early childhood educators’ (ECEs) knowledge and confidence to facilitate physically active programming for the children in their care. However, this method of delivery is resource-intensive and unable to reach a high number of ECEs. The purpose of the Training pre-service EArly CHildhood educators in PA (TEACH) pilot study was to test the implementation (e.g., fidelity, feasibility, acceptability) of an e-Learning course targeting PA and SB among a sample of pre-service (i.e., post-secondary students) and in-service (i.e., practicing) ECEs in Canada. Methods A pre-/post-study design was adopted for this pilot study, and implementation outcomes were assessed cross-sectionally at post-intervention. Pre-service ECEs were purposefully recruited from three Canadian colleges and in-service ECEs were recruited via social media. Upon completing the e-Learning course, process evaluation surveys (n = 32 pre-service and 121 in-service ECEs) and interviews (n = 3 pre-service and 8 in-service ECEs) were completed to gather ECEs’ perspectives on the e-Learning course. Fidelity was measured via e-Learning course metrics retrieved from the web platform. Descriptive statistics were calculated for quantitative data, and thematic analysis was conducted to analyze qualitative data. Results Moderate-to-high fidelity to the TEACH study e-Learning course was exhibited by pre-service (68%) and in-service (63%) ECEs. Participants reported that the course was highly acceptable, compatible, effective, feasible, and appropriate in complexity; however, some ECEs experienced technical difficulties with the e-Learning platform and noted a longer than anticipated course duration. The most enjoyed content for pre- and in-service ECEs focused on outdoor play (87.5% and 91.7%, respectively) and risky play (84.4% and 88.4%, respectively). Conclusions These findings demonstrate the value of e-Learning for professional development interventions for ECEs. Participant feedback will be used to make improvements to the TEACH e-Learning course to improve scalability of this training. |
| first_indexed | 2024-12-13T10:08:58Z |
| format | Article |
| id | doaj.art-0d65460eb03d4de38d3eddd1d2cc1eef |
| institution | Directory Open Access Journal |
| issn | 2055-5784 |
| language | English |
| last_indexed | 2024-12-13T10:08:58Z |
| publishDate | 2022-03-01 |
| publisher | BMC |
| record_format | Article |
| series | Pilot and Feasibility Studies |
| spelling | doaj.art-0d65460eb03d4de38d3eddd1d2cc1eef2022-12-21T23:51:28ZengBMCPilot and Feasibility Studies2055-57842022-03-018111710.1186/s40814-022-01015-1Implementation of an e-Learning course in physical activity and sedentary behavior for pre- and in-service early childhood educators: Evaluation of the TEACH pilot studyBrianne A. Bruijns0Leigh M. Vanderloo1Andrew M. Johnson2Kristi B. Adamo3Shauna M. Burke4Valerie Carson5Rachel Heydon6Jennifer D. Irwin7Patti-Jean Naylor8Brian W. Timmons9Patricia Tucker10Health and Rehabilitation Sciences Program, Faculty of Health Sciences, Western UniversityParticipACTIONSchool of Health Studies, Faculty of Health Sciences, Western UniversitySchool of Human Kinetics, Faculty of Health Sciences, University of OttawaSchool of Health Studies, Faculty of Health Sciences, Western UniversityFaculty of Kinesiology, Sport, and Recreation, University of AlbertaFaculty of Education, Western UniversitySchool of Health Studies, Faculty of Health Sciences, Western UniversitySchool of Exercise Science, Physical and Health Education, University of VictoriaChild Health and Exercise Medicine Program, McMaster UniversitySchool of Occupational Therapy, Faculty of Health Sciences, Western UniversityAbstract Background Childcare-based physical activity (PA) and sedentary behavior (SB) interventions have traditionally used in-person training to supplement early childhood educators’ (ECEs) knowledge and confidence to facilitate physically active programming for the children in their care. However, this method of delivery is resource-intensive and unable to reach a high number of ECEs. The purpose of the Training pre-service EArly CHildhood educators in PA (TEACH) pilot study was to test the implementation (e.g., fidelity, feasibility, acceptability) of an e-Learning course targeting PA and SB among a sample of pre-service (i.e., post-secondary students) and in-service (i.e., practicing) ECEs in Canada. Methods A pre-/post-study design was adopted for this pilot study, and implementation outcomes were assessed cross-sectionally at post-intervention. Pre-service ECEs were purposefully recruited from three Canadian colleges and in-service ECEs were recruited via social media. Upon completing the e-Learning course, process evaluation surveys (n = 32 pre-service and 121 in-service ECEs) and interviews (n = 3 pre-service and 8 in-service ECEs) were completed to gather ECEs’ perspectives on the e-Learning course. Fidelity was measured via e-Learning course metrics retrieved from the web platform. Descriptive statistics were calculated for quantitative data, and thematic analysis was conducted to analyze qualitative data. Results Moderate-to-high fidelity to the TEACH study e-Learning course was exhibited by pre-service (68%) and in-service (63%) ECEs. Participants reported that the course was highly acceptable, compatible, effective, feasible, and appropriate in complexity; however, some ECEs experienced technical difficulties with the e-Learning platform and noted a longer than anticipated course duration. The most enjoyed content for pre- and in-service ECEs focused on outdoor play (87.5% and 91.7%, respectively) and risky play (84.4% and 88.4%, respectively). Conclusions These findings demonstrate the value of e-Learning for professional development interventions for ECEs. Participant feedback will be used to make improvements to the TEACH e-Learning course to improve scalability of this training.https://doi.org/10.1186/s40814-022-01015-1e-LearningPhysical activitySedentary behaviorEarly childhood educatorsChildcareImplementation |
| spellingShingle | Brianne A. Bruijns Leigh M. Vanderloo Andrew M. Johnson Kristi B. Adamo Shauna M. Burke Valerie Carson Rachel Heydon Jennifer D. Irwin Patti-Jean Naylor Brian W. Timmons Patricia Tucker Implementation of an e-Learning course in physical activity and sedentary behavior for pre- and in-service early childhood educators: Evaluation of the TEACH pilot study Pilot and Feasibility Studies e-Learning Physical activity Sedentary behavior Early childhood educators Childcare Implementation |
| title | Implementation of an e-Learning course in physical activity and sedentary behavior for pre- and in-service early childhood educators: Evaluation of the TEACH pilot study |
| title_full | Implementation of an e-Learning course in physical activity and sedentary behavior for pre- and in-service early childhood educators: Evaluation of the TEACH pilot study |
| title_fullStr | Implementation of an e-Learning course in physical activity and sedentary behavior for pre- and in-service early childhood educators: Evaluation of the TEACH pilot study |
| title_full_unstemmed | Implementation of an e-Learning course in physical activity and sedentary behavior for pre- and in-service early childhood educators: Evaluation of the TEACH pilot study |
| title_short | Implementation of an e-Learning course in physical activity and sedentary behavior for pre- and in-service early childhood educators: Evaluation of the TEACH pilot study |
| title_sort | implementation of an e learning course in physical activity and sedentary behavior for pre and in service early childhood educators evaluation of the teach pilot study |
| topic | e-Learning Physical activity Sedentary behavior Early childhood educators Childcare Implementation |
| url | https://doi.org/10.1186/s40814-022-01015-1 |
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